CONTENTS.

	Page
GAIN, LOSS AND PROBLEM IN RECENT HISTORY TEACHING, by Prof. William MacDonald	[23]
TRAINING THE HISTORY TEACHER IN THE ORGANIZATION OF HIS FIELD OF STUDY, by Prof. N. M. Trenholme	[24]
INSTRUCTION IN AMERICAN GOVERNMENT IN SECONDARY SCHOOLS, by Prof. William A. Schaper	[26]
LESSONS DRAWN FROM THE PAPERS OF HISTORY EXAMINATION CANDIDATES, by Elizabeth Briggs	[27]
THE STUDY OF WESTERN HISTORY IN OUR SCHOOLS, by Prof. Clarence W. Alvord	[28]
THE NEWEST STATE ASSOCIATION AND AN OLDER ONE, by H. W. Edwards and Prof. Eleanor L. Lord	[30]
AN ANCIENT HISTORY CHARACTER SOCIAL, by Mary North	[31]
EDITORIAL	[32]
EUROPEAN HISTORY IN THE SECONDARY SCHOOL, by Daniel C. Knowlton	[33]
ENGLISH HISTORY IN THE SECONDARY SCHOOL, by C. B. Newton	[34]
ROBINSON AND BEARD’S “DEVELOPMENT OF MODERN EUROPE,” reviewed by Prof. S. B. Fay	[35]
AMERICAN HISTORY IN THE SECONDARY SCHOOL, by Arthur M. Wolfson	[36]
JAMES AND SANFORD’S NEW TEXTBOOK ON AMERICAN HISTORY, reviewed by John Sharpless Fox	[37]
ANCIENT HISTORY IN THE SECONDARY SCHOOL, by William Fairley	[38]
FOWLER’S “SOCIAL LIFE AT ROME,” reviewed by Prof. Arthur C. Howland	[39]
HISTORY IN THE GRADES—THE COLUMBUS LESSON, by Armand J. Gerson	[40]
REPORTS FROM THE HISTORICAL FIELD, edited by Walter H. Cushing: The Colorado Movement; Raising the Standard in Louisiana; the North Central Association; Syllabus in Civil Government; Report of the Committee of Eight; the New England Association; Bibliographies; Exchange of Professors in Summer Schools	[41]
CORRESPONDENCE	[44]

Published monthly, except July and August, by McKinley Publishing Co., Philadelphia, Pa.

Good Words from Correspondents Concerning the Magazine

“The first number of the ‘Magazine’ is exceedingly interesting, and the program for the October number promises just as good a one.” J. C. E.

“I am delighted with it. There is a great field for just such a magazine.... If future numbers are as good as the first, I shall have spent few dollars to as good advantage.” R. O. H.

“It is an opportune publication, and merits all encouragement.” J. W. B.

“I am very much interested in your new magazine. Think it will be very helpful in my work.” M. S.

“Am delighted with the copy I have seen, and trust it will fill a longfelt need.” M. E. E.

“The copy of ‘The History Teacher’s Magazine’ reached me this morning, and I am very much interested in and pleased with it. I wish you all success in the undertaking.” M. M.

“After looking carefully over sample copy of ‘The History Teacher’s Magazine,’ I find that I can use it to a great advantage in many instances. It is the only magazine I have ever seen that dealt with the subject of History from the teacher’s standpoint.” F. F. M.

“I have received ‘The History Teacher’s Magazine,’ and like it very much.” L. R. H.

“‘The History Teacher’s Magazine’ is to the point. It will meet a very real need.

“I am glad that the problems of college history teaching will find space in the magazine. No teachers need more to exchange ideas at this time than do college history teachers.” R. W. K.

“‘The History Teacher’s Magazine’ is excellent, and I have every reason to believe that the following numbers will be just as good. This sort of magazine is just what is needed by every teacher of history.” H. C. S.

“I am delighted with your first copy of ‘The History Teacher’s Magazine.’ It has long been needed. Every teacher of history will welcome it.” R. R.

“The magazine is exactly what I want. I am an ambitious history teacher, and I find in it the needed help.” N. E. S.

“Allow me to congratulate you upon the idea of the magazine and upon the excellent first issue. It ought to find a welcome everywhere.” C. L. W.

“The first number of ‘The History Teacher’s Magazine’ reached me in due course. Allow me to congratulate you on its practical value. I read every word in it, and only wished there was more to be read. It will do an untold good to teachers of history, young and old alike. For several years I have been seeking just such a magazine, and am much gratified now to find one that will meet so universal a need.” G. B. B.

Of Interest to Teachers of History and Geography in Schools, Academies and Colleges are

THE McKINLEY OUTLINE MAPS

The series now comprises

OUTLINE WALL MAPS

of the Continents, the United States and its subdivisions, of Europe and its several countries, of Palestine and of other parts suitable for the study of geography and secular or church history. The maps are printed upon strong paper, about 32 by 44 inches in size, and cost singly only twenty cents each (carriage 10 cents each); in quantities the price is as low as fifteen cents each (carriage 2 cents each). Especially adapted for use in geography classes in elementary schools, and in history classes in high schools, preparatory schools, and colleges.

OUTLINE DESK MAPS

Three sizes of skeleton and outline maps for use by students in geography or history classes. Sold in any desired quantity; small size (5 by 7 inches), 35 cents a hundred; large size (8 by 10 inches), 50 cents a hundred; double size (10 by 15 inches), 85 cents a hundred. The list includes the Continents, the United States, sections of the United States and of Europe, and many maps for the study of ancient, medieval, and church history.

OUTLINE ATLASES AND NOTEBOOKS

Composed of outline maps bound together to be filled in in colors by students; arranged for nine periods of history.

Samples cheerfully furnished upon application by mail to

McKINLEY PUBLISHING COMPANY, PHILADELPHIA, PA.